American Studies I

Trimester I

Unit I: Empire under Strain (2.5 weeks)

Unit II: American War for Independence (2.5 weeks)

Unit III: Shaping a New Nation (2.5 weeks)

Unit IV: MassachusettsState and Local

Government/Overview (2 weeks)

Unit V: A Strong Start for a New Nation (2.5 weeks)

US I Trimester II

Unit VI: Jacksonian American & Early Economic/Social

Developments (2.5 weeks)

Unit VII: Manifest Destiny (3 weeks)

Unit VIII: A Union in Danger (3 weeks)

Unit IX: A Nation Divided (3.5 weeks)

History & Social Studies

Grade 10: US History I

State Standards

History and Geography

1. Apply the skills of PreKindergarten to grade seven.

2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the

same as 1066 CE, and both refer to a date in the eleventh or 11 th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H)

3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

5. Explain how a cause and effect relationship is different from a sequence or correlation of

events. (H, C, E)

6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

7. Show connections, causal and otherwise, between particular historical events and ideas and

larger social, economic, and political trends and developments. (H, G, C, E)

8. Interpret the past within its own historical context rather than in terms of present day norms

and values. (H, E, C)

9. Distinguish intended from unintended consequences. (H, E, C)

10. Distinguish historical fact from opinion. (H, E, C)

11. Using historical maps locate the boundaries of the major empires of world history at the

height of their powers. (H, G)

Civics and Government

12. Define and use correctly key social studies words and terms. (C)

General Economics Skills

13. Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E)

14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that “opportunity costs” are those benefits that are given up once one alternative is chosen. (E)

15. Explain how financial markets, such as the stock market, channel funds from savers to

investors. (E)

16. Define and use correctly gross domestic product, economic growth, recession, depression,

unemployment, inflation, and deflation. (E)

17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal

costs and benefits. (E)

18. Explain how competition among sellers lowers costs and prices, and encourages producers to

produce more. (E)

19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply

and demand to explain and predict changes in quantity and price. (E)

20. Describe how the earnings of workers are affected by the market value of the product

produced and worker skills. (E)

21. Identify the causes of inflation and explain who benefits from inflation and who suffers from

inflation. (E)

22. Define & distinguish between absolute and comparative advantage, & explain how mosttrade occurs because of comparative advantage in the production of a particular good or service.(E)

23. Explain how changes in exchange rates affect balance of trade and the purchasing power of

people in the United States and other countries. (E)

24. Differentiate between fiscal and monetary policy. (E)

U.S. Economics Skills

25. Explain the basic economic functions of the government in the economy of the United States.

(E)

26. Examine the development of the banking system in the United States, and describe the

organization and functions of the Federal Reserve System. (E)

27. Identify and describe laws and regulations adopted in the United States to promote economic

competition. (E, H)

28. Analyze how federal tax and spending policies affect the national budget and the national

debt. (E)

Resources

* Primary Documents Suggested by Massachusetts Social Studies Frameworks

** Primary Documents Required by Massachusetts Social Studies Frameworks

Unit I: Empire Under Strain

State Standards

History and Geography

Civics and Government

General Economic Skills

U.S. Economic Skills

Unit Description

Despite a number of disagreements, by 1763, Anglo-American ties seemed stronger than ever. The colonies had prospered under British rule, had developed local institutions through which they seemed to govern themselves, and finally, with the defeat of France, appeared ready to expand into the heart of the continent. However, no sooner was the war ended than the British began to alter the pre-1763 system in an effort to make it more efficient and more responsive to control from London. The means chosen to do this (enforced regulations to end the illegal trade that had flourished under salutary neglect, plus taxation to pay for the colonial administration) were seen in the colonies as threats to the way of life they had come to accept as rightfully theirs. Rising in protest, the colonies faced a British government determined to assert its authority, and, with neither side willing to give in, the cycle of action and reaction continued. Finally, spurred on by a propaganda campaign that characterized the mother country as a tyrant determined to bring America to its knees, the colonies acted. The Intolerable Acts proved the final straw, and in September 1774, twelve British provinces met in a Continental Congress in hopes that a united front would cause London to reconsider and that conflict would be avoided. But it did not work, and in the spring, fighting occurred at Lexington and Concord. Although independence was not yet declared, the American Revolution had begun.

Objectives

The students will be able:

  1. to explain the economic relationship between England and its American colonies.
  2. to describe how tensions arose between England and the colonies.
  3. to summarize how salutary neglect of the colonies after 1688 planted the seeds of self government
  4. to summarize the French-British colonial rivalry.
  5. to summarize the French and Indian War.
  6. to explain the war’s effects on the relationship between Britain and its colonies
  7. to summarize colonial resistance to British attempts at taxation.
  8. to trace the mounting tension in Massachusetts.
  9. to describe how fighting broke out in Concord.

Unit Outline

Road to Revolution, 1754—1775

A.Anglo-French rivalries and Seven Years’ War US I.1 A & B

1 Colonies freed from outside threat

2.Proclamation 1763

  1. Growing debt in England

B. Imperial reorganization of 1763

1.Stamp Act

2.Declaratory Act

3.Townshend Acts

4. Intolerable Acts

C. Colonial Response US I.4

D. Philosophy of the American Revolution

E. Massachusetts’ RoleUS I.5

  1. Boston MassacreUS I.5 A
  2. Boston Tea Party US I.5 B
  3. The Battles at Lexington and ConcordUS I.5 C
  4. Leaders; S. Adams, J. Adams and J. Hancock US I.5 D

Essential Questions

  1. Compare and contrast the Southern, Middle and New England Colonies.
  2. Explain the economic relationship between England and its colonies with regards to salutary neglect.
  3. Who fought in the French and Indian War and why?
  4. In what ways did the British offend the colonists? (cite two examples)
  5. Was the Boston Massacre a massacre?
  6. What were the Intolerable Acts and why were they called that?
  7. What were the results of fighting at Lexington and Concord?

Required Documents

*Massachusetts Body of Liberties (1641)

*John Locke’s Treatises of Civil Government (1690)

Lexington and Concord

John Dickinson “Letters from a farmer in Pennyslvania”

George Hewes “The Boston Tea Party’

Howard Fast “April Morning”

Resources

Danzer, Gerald A. et. al The Americans. Evanston:McDougal Littel Inc., 2003

Hefner, Richard. A Documentary History of the United States.New York: Penguin Books, 2002

Downey, et al. United States History: In the Course of Human Events. New York: West Publishing Company, 1997

The American President. Produced by Kunhardt Productions in conjunction with PBS Video, 2000. 10 videocassettes.

History Alive: Colonial Life and the American Revolution.Palo Alto, CA: Teacher’s Curriculum Institute

Choices for the 21st Century: “A More Perfect Union: Shaping American Government”.

ProvidenceRI: BrownUniversity, 2001.

Time Allotment

8-10 Days

Unit II: The American War for Independence

State Standards

History and Geography

Civics and Government

General Economic Skills

U.S. Economic Skills

Unit Description

Between 1775 and 1787, Americans struggled to win a war, make peace, and create ideologically sound, stable governments on both the state and national levels. By the end of the era, there was little doubt that they had accomplished the first two of their goals, but serious questions were being raised concerning the success of the last. Despite problems that would have stopped lesser men, George Washington and his army had been able to keep the British at bay, winning when they could and losing as seldom as possible. Meanwhile, the Continental Congress, blessed with some remarkable diplomats, maintained a foreign policy, the success of which can be seen in the Franco-American Alliance of 1778 and the Treaty of Paris of 1783. But once the war ended, the government that the British threat had held together found that its member states’ willingness to centralize power created more problems than it solved. Economic dislocation, exemplified by Daniel Shays and his followers, plagued the nation, as many thoughtful men searched for a way to transform Revolutionary rhetoric into reality and to restore order without sacrificing liberty.

Objectives

The students will be able:

  1. examine efforts made to avoid bloodshed as the colonies hovered between peace and war
  2. summarize the philosophical and political background of the Declaration of Independence
  3. contrast the attitudes of the Loyalists and the Patriots
  4. compare and contrast the strengths and weaknesses of the British and colonial military resources
  5. trace the progress of the war through the turning point at Saratoga and the winter at Valley Forge
  6. examine the colonial economy and civilian life during the revolution
  7. describe the contributions of European allies
  8. trace the Revolution in the Southern colonies
  9. summarize the British surrender at Yorktown
  10. recognize the symbolic value of the Revolution

Unit Outline

The American Revolution, 1775—1787:

A.Continental Congress

1.Radicals v. Conservatives

2.Committees of Correspondence

B.Declaration of IndependenceUS I.3

  1. Locke’s influence on JeffersonUS I.3 B
  2. Franklin, Adams, and Jefferson
  3. Introduction, purpose and function of government US I.11
  4. Examples of different forms of government US I.12 & I.13

a. Democracy

b. Monarchy

c. Oligarchy

d. Theocracy

e. Autocracy

  1. British Response

C. The War US I.4

1.French alliance

2.War and society; Loyalists

  1. War economy
  2. Major Battles

a. Bunker Hill US I.5C

D. Treaty of Paris

Essential Questions

  1. Compare and Contrast the Loyalists and Patriots.
  2. What effect did Thomas Paine’s Common Sense have on the colonists?
  3. In what ways did John Locke influence Thomas Jefferson?
  4. What was the purpose of the Declaration of Independence?
  5. What did Jefferson mean, and not mean, by the phrase, “all men are created equal.”
  6. How would American government be different from existing forms of government?
  7. What was the importance of the French alliance?
  8. What was the role of the Continental Congress?
  9. List the importance of the battles of Breed’s Hill, Trenton, Saratoga and Yorktown.
  10. Explain the conditions of the Treaty of Paris of 1783.

Required Documents

**Declaration of Independence, 1776

*Constitution of Massachusetts, 1780

*The Suffolk Resolves 1774

* Virginia Statute for Religious Freedom 1786

Declaration of the Causes and Necessity of Taking Up Arms, 1775

Patrick Henry’s ‘Give Me Liberty’ Speech, 1775

Adam Smith’s ‘An Inquiry into the Nature and Causes of the Wealth of Nations,’ 1776

Thomas Paine’s ‘Common Sense,’ 1776

Articles of Confederation, 1777

Resources

Danzer, Gerald A. et. al The Americans. Evanston:McDougal Littel Inc., 2003

Hefner, Richard. A Documentary History of the United States.New York: Penguin Books, 2002

Downey, et al. United States History: In the Course of Human Events. New York: West Publishing Company, 1997

The American President. Produced by Kunhardt Productions in conjunction with PBS Video, 2000. 10 videocassettes.

Choices for the 21st Century: “A More Perfect Union: Shaping American Government”.

ProvidenceRI: BrownUniversity, 2001

Time Allotment

10-12 Days

Unit III: Shaping a New Nation

State Standards

History and Geography

Civics and Government

General Economic Skills

U.S. Economic Skills

Unit Description

The period between 1776 and 1800 was one of the most politically productive in American history. During these twenty-four years, the nation, guided by some of the most talented men in history, created a working government during the time of the American War for Independence only to realize that that form of government was in dire need of reform if the nation was to survive. The country reorganized itself under a new framework of government and then struggled to define (for itself as well as for others) just what had been created. This struggle has continued since that day as we persist to adjust that document, both formally and informally to an ever-changing nation.

Objectives

The students will be able:

  1. identify three basic issues the Continental Congress debated in drafting the Articles of Confederation
  2. describe the political and economic problems faced by the Confederation
  3. identify events that led nationalist leaders to call for a convention to strengthen the government
  4. summarize the key conflicts at the Constitutional Convention and explain how theywere resolved through compromise
  5. compare and contrast the feudalism system of Great Britain to open land ownership provided for by the Land Ordinance 1785
  6. explain how and why the Bill of Rights was added to the Constitution
  7. argue how the Bill of Rights applies to life in the twenty-first century
  8. identify on a map the first thirteen states to ratify the Constitution
  9. summarize the framework and functions of the Constitution
  10. describe why the U.S. government is labeled as a democratic government and how it provides opportunities to participate in the political process
  11. identify the roles and responsibilities of the federal government including taxation, economic policy, foreign policy and common defense
  12. identify the three branches of government, their responsibilities, and how they check and balance one another

Unit Outline

A. Mayflower Compact

B. Articles of Confederation US I.6

1. Structure

2. Strengths/weaknesses

  1. Northwest Ordinance US I.6
  2. Land Ordinance
  3. Shay’s Rebellion
  4. Need for reform

C. Philadelphia Convention: Drafting of the Constitution

1. Roles of Founding Fathers US I.7

  1. Benjamin Franklin
  2. Alexander Hamilton
  3. James Madison
  4. George Washington

2. Compromises US I.7

  1. Great Compromise
  2. 3/5 Compromise
  3. Federalism

D. Basic Guiding Principles

1. Greek and Roman Influences US I.2A

2. Locke

E Ratification of Constitution

1. Federalist Papers US I.8

  1. federalism US I.14
  2. factions
  3. checks and balances
  4. importance of an independent judiciary

2. Anti-Federalists

F. Ratification Process

1. Bill of Rights as a condition for ratification US I.9

2. States’ ratification (ratification map) US I.10

G. Framework of the Constitution

1. Powers of the three branches

2. Checks and Balances US I.14

3. Electoral College

4. Amending the Constitution

5. Important Supreme Court Cases US I.21

6. Federalism US I.15

H. Evolution of the Federal Government US I.16

Essential Questions

  1. What was the relevance of the Mayflower Compact to the framers of the Constitution?
  2. In what ways was the Articles of Confederation too weak to handle the new nation’s problems?
  3. In what ways did the Land Ordinance of 1785 and Northwest Ordinance of 1787 provide for the orderly and affordable development of the Northwest Territory?
  4. How was the form of government under the Constitution an improvement over that which existed under the Articles of Confederation?
  5. Briefly explain the separation of powers established by the Constitution.
  6. What were the arguments for and against ratifying the Constitution?
  7. What were the freedoms guaranteed by the Bill of Rights?
  8. What are the requirements for and powers granted to the three branches of government?
  9. What’s the role that the Electoral College plays in the election of the President?
  10. Define Federalism.

Required Documents

**Federalist paper # 10

**Constitution & Bill of Rights

**Mayflower Compact

**Northwest Ordinance

*Federalist Papers 1, 9, 39, 51, 78

*Magna Carta (1215) and the English Bill of Rights (1689)

Anti-Federalist Papers

Resources

Danzer, Gerald A. et. al The Americans. Evanston:McDougal Littel Inc., 2003

Hefner, Richard. A Documentary History of the United States.New York: Penguin Books, 2002

Downey, et al. United States History: In the Course of Human Events. New York: West Publishing Company, 1997

The American President. Produced by Kunhardt Productions in conjunction with PBS Video, 2000. 10 videocassettes.

Choices for the 21st Century: “A More Perfect Union: Shaping American Government”.

ProvidenceRI: BrownUniversity, 2001

Time Allotment

15-18 Days

Unit IV: MassachusettsState and Local Government

State Standards

History and Geography

Civics and Government

General Economic Skills

U.S. Economic Skills

Unit Description

As we teach our students about the framework of our political system, we must impress them with how and why they play important roles in our democracy. Becoming involved in various local, state and national elections is political behavior we wish to instill in them. This unit focuses first on the various elements of state and local governments. Learning about the political process, including the impact of political parties and special interest groups on policy illustrates how the student can become further involved. An analysis of the terms, ‘Liberal’, ‘Conservative’, ‘Democrats’ and ‘Republicans’ will help the student understand generalizations about the patterns or sets of beliefs behind different political ideologies. The student will be encouraged to analyze his/her beliefs and determine where he/she may fall on the political system.

Objectives

The students will be able:

  1. Explain the roles and major components of state government in Massachusetts including the roles of the governor, the state legislature and other constitutional officers.
  2. Explain the roles and major components of local government in Massachusetts including the functions of the school committee, town meeting, board of selectmen, mayors and city councils.
  3. Compare and contrast liberal v. conservative political ideology as it pertains to political parties of today.
  4. Identify ways in which political parties and special interest groups impact the political process today.

Unit Outline